Stillman Final Portfolio project TRDV499

Weaving Applied Principles with Engagement in Learning and Work1

Roosevelt University

Weaving Applied Principles with Engagement in Learning and Work:

Robert Stillman

December 12, 2016


Goal Statement

My signature achievement to date has been to answer the call to teach and find what

brings me “flow” in the work I do. I have found a resonance in the adult education field. My

work through this point has given me the greatest joy and satisfaction as I am given new relevant

training to construct using others curriculum. I also have occasion to develop my own to help

others learn and achieve greater levels of personal mastery or professional development. My

true goal is to continue creating more value and hence, reap the benefits of a high value product

developer and implementation specialist.


ROBERT D. STILLMAN103 Benjamin Ave NE ● Grand Rapids, MI 49503

312.532.4906 ● [email protected]

Talent Development / Learning and Development ConsultantDynamic trainer and organizational consultant with more than 20 years of combined experience contributing to the enhanced profitability and success of a wide range of organizations. Equipped with a history of achievement playing a key role in the creation and delivery of more than 200 training presentations annually. Possess a strong background impacting staff performance through creation and / or delivery of professional development programs for companies such as Microsoft, Google, Solar City, and Best Buy. Successfully maintained top rankings in audience engagement, retention, and performance through innovative development / implementation of strategic learning tools.

AREAS OF EXPERTISE Training Management ● Organizational Performance Optimization ● Coaching / Mentoring

Train-the-Trainer ● Educational Workshop Design ● Learning Environments ● Addie PrinciplesE-Learning Curriculum design ● Sales & Marketing Presentations ● Curriculum DevelopmentProfessional Development Programs ● Instructional Program Development ● Road Shows ● B2B Process ● Surveys / Performance Scores ● Cross-Functional Leadership ● Consulting ● Solutions Development ● Client Relations ● Adult Learning Documentation / Guides ● Policies, Procedures, Regulatory Compliance ● Sales Force Enhancements Executive Workshops ● Designing and implementing personal coaching systems to achieve personal mastery within a Learning Organization.

PROFESSIONAL EXPERIENCENew Horizons Training, Livonia Michigan ● 2016 July to present

Applications / Business Skills Trainer: Proficient in tailoring standard training modules in business soft skills and Microsoft office products such as Excel (levels 1 through 3) and Power Point. Currently working on tailoring a leadership development program for a top 20 national insurance broker. Consistently scoring in the top 20 percent of instructors in client feedback. I simply love this type of work and it shows.

In Marketing Services, El Segundo, California ● 2014 November to present

Director of Field Operations: Starting as a Sales Training Specialist on the DirecTV team, and promoted to Director of Operations for the Meijer field execution team. Responsible for execution of over 2,000 events every weekend on behalf of CPG partners. Recruit, train, requisition and manage the HR/ and training of every promotional sales specialist and ensure we hit target execution rates. Managed a team of 2 regional managers, overseeing 22 district managers and a total of 1400 promotional sales specialists.

CONCIERGE UNLIMITED INTERNATIONAL, Chicago, Illinois ● 2014 March to June 2014.

Concierge Supervisor / Coach (Consultant role) Onsite Data analysis including in person interviews, recruiting and screening as well as on boarding process. Designed and developed onboarding training system.

Positively impacted staff productivity and operational quality, increasing bookings by up to 100%, through expert coaching.

mailto:[email protected]


Turned around problem team members through training and support, eliminating discrepancies and issues in conduct.

Enhanced recruitment and hiring practices with the creation of company’s first onboarding training program, providing comprehensive information to applicants regarding organization and mission.

AUTOMOTIVE INTERNET MEDIA, Countryside, Illinois ● 2013 May to October 2013

Regional Sales Director (Team member role) Utilizing latest developments in gatekeeper rapport building techniques, designed and implemented a 3 part sales process to gain attention and build interest for a new internet marketing tool in the crowded solutions category.

Successfully secured major accounts (totaling up to $15K per month) through implementation of strategic selling plans within high-pressure environment.

MARKETSTAR / THE ELEVEN AGENCY, Irvine, California ● June 2011- March 2013

Trainer / Design and Facilitation ConsultantOrchestrated design and implementation of innovative training programs with optimal rates of participant engagement, data retention, and overall satisfaction. Delivered expert coaching and mentoring to cross-functional teams in support of organizational improvements and overall changes.

Selected out of 1,500 applicants to serve as a member of Best Buy’s Nationwide Changing the Game Facilitation Team. Worked collaboratively with team of 22 to deliver curriculum (on gaming department changes)

in various cities across the nation. Maintained ranking among the top 3 facilitators requested for key trainings including filming of

instructional presentations and national rally. Selected to deliver workshop to Microsoft trainers focused on Improvisational Theater

techniques, improving team’s performance scores by 20% while boosting confidence and morale. Success of the above workshop resulted in professional train-the-trainer development contract

that generated some of the highest performance rates of participants in company’s history. Contributed to successful rollout of Chrome Book by Google through curriculum design focused

on boosting customer engagement within retail environments. Expertly refined training program for Solar City’s in-store retail personnel. Participated in capturing new business opportunity through preparation and delivery of high-

profile presentations to major clients, including Intel, Whirlpool, and Cisco among others.

Chi Networks ● Chicago IL 2007-2011

Sales/ Consultant- Built pipeline of sales opportunities producing managed IT revenue for boutique provider.

Bonding and Insurance Specialists Agency Inc. ● Chicago/ Bridgeview IL 1996-2006

Director of Sales and Marketing / IT Generated marketing and sales campaigns, directed technology initiatives for $50MM/ year Managing General Agency in the environmental insurance and bonding market.

EDUCATION / PROFESSIONAL DEVELOPMENT

Master of Arts in Training and Development, Roosevelt University, Chicago, Illinois (Spring 2017)Bachelor of Science in Chemistry, Northern Illinois University, DeKalb, Illinois


TrainingNational Speakers Association Candidate University

Dale Carnegie Sales Course, Madison, WIUSMC Platoon Leaders Class, Quantico, VA

Second City Conservatory, Graduate, Chicago ILHandling Multiple Projects / Deadlines and Objectives, Schaumburg, IL

AffiliationATDchi, Director Sponsorship Acquisition (Past)

Technical Skills:Certified in Adobe Captivate, CRM Software: Salesforce, ADP’s CRM, and ACT! ● MS Office (Word, Excel, PowerPoint, Outlook) Proficient in Adobe Connect for On Line Live training execution. Go To

Meeting/ Go To Webinar.


Roosevelt University

Masters Portfolio: Weaving Applied Principles with Engagement in Learning and Work

Robert Stillman

12/13/2016


Table of Contents

Abstract 8

Introduction 9

Constructivism 10

Dick and Carey Method / Kellers ARCS Model 11

Kirkpatrick Evaluation Model 12

Description of Exhibits 14

Reflection/summary 15

References 16


Abstract

This portfolio highlights my work in the Master of Arts in Training and Development from

Roosevelt University. I will align the principles of the Constructivistm theory as it has

influenced my learning, preparation and delivery of adult education. The delivery and design

considerations will be a mix of the Dick and Carey Method of Instructional Systems Design,

Keller’s ARCS model, Gagneé’s nine events of instruction as well as Spolin’s seven7 aspects of

spontaneity. In the evaluative arena I will be demonstrating an evaluative plan which

encompasses all 5 levels of Kirkpatrick’s Evaluation Model. All of them have played a very

impactful role in my early success in teaching both children and now adults.

Keywords: Constructivism, Kellers ARCS Model, Gagné’s Nine events, Spolin, Improvisational Theater

Games

Vince Cyboran, 11/30/16,

Kirkpatrick has four levels; Phillips has five.


Learning and Development Philosophy: Stillman’s Approach

I pose the following question: Is what Peter Senge suggests possible to facilitate in any team or organization in the world?

“Most of us at one time or another have been a part of a great team, a group of people who functioned together in an extraordinary way—who trusted one another, who complemented one another’s strengths and compensated for one another’s limitations… I have met many people who have experienced

this sort of profound teamwork --- in sports, or in the performing arts, or in business. Many have said they have spent most of their life looking for that experience again.” (Senge,1990 pg 4)

Getting lost in your work, and the study of our relationship with work, is what holds the element of

fascination and drives me. The magical combination of competence and challenge that

Csikszentmihalyi points to in his seminal work “Flow” (Csikszentmihalyi 1997 pgs 30-33).

Czikszentmihalyi offers empirical research into what factors might lead us to do our highest and best

expression of our talents. It’s a theme that harkens back to Studs Terkel’s mason in “Working” “It’s a

pretty good day laying stone or brick. Not tiring. Anything you like to do isn’t tiresome… At the same

time you get interested in what you’re doing and you usually fight the clock the other way” (Terkel 2004

pg xlvi). So it is this, the being so involved in your work that you lose all track of time, that motivated

me to change careers. I will weave in the genesis of why the philosophy, model, and method that I have

picked up during my course work at Roosevelt has helped me in my pursuit of a training career. Whether

it was learning more about human motivation through Pink’s “Drive” or the many stops in between, I

have studied and searched for not only my own career path that lights me up, but also the magic

combination that somehow brings greater meaning to other’s work and hence satisfaction. The transition

to training and development and achieving my Masters in this field corresponds to the joy I find in

assisting adults upgrade their skills.

Some background on my focus when constructing both the Instructional Design Plan (IDP) and

the Instructors Guide (IG) may be necessary. Senge’s 5 disciplines which give the hope of bringing an

organization to the extraordinary teamwork described earlier, are worth highlighting as two of my three

exhibits live in one of the 5 disciplines, personal mastery. After the synopsis, I will delve into the learning

theories and models that guide my work as a Training and Personal Development professional.


Personal Mastery refers to our desire to get better at our skill or trade, and continually hone our

personal vision, focusing our energies, and above all seeing our reality for what it really is.

Systems Thinking is the understanding that the problems and processes that affect outcomes are

not linear in nature. They come from a system of interrelated components that affect outcomes.

Mental Models are the way each of us frame the world around us and project meaning from our

past experiences.

Building Shared Vision allows the team to take on something bigger than themselves and work

for together.

Team Learning is the discipline that drives even modest talent on teams to achieve more because

they learn together as a team.

Review of Literature

Winston Churchill once said, “I am always ready to learn, although I do not always like being

taught ” (Langworth 2008 pg.255) and it rings true with lecture heavy training experiences, or “show

you” , “watch you” with approval/ disapproval types of training exercises. I have highlighted the three

theories that inform and are utilized in my work. They are selected because they have influenced me the

most in not only how I learn, but in explaining how my training is able to connect with the participants

that I train nearly every week.

Constructivism

The whole of Constructivism has been called-out as possibly growing beyond a mere theory into an actual

philosophy (Lebow, 1993) from its formative roots in Jean Piaget’s Genetic Epistemology. The

constructivist view, is one that emphasizes that new knowledge is “constructed” from new information as

it relates to the experiences and frames of reference unique to each learner. It poses that each learner is an

active processor using cognitive skills to process information, much the same as a computer evaluates

input. This differs from the objectivist view which is rooted in behavioral psychology of B.F. Skinner


which assumes all learning is achieved via the learner’s experience relies on positive reinforcement and

other “right and wrong” rulings from the instructor. First hand witnessing of the effects (it typically

disempowered the learner) of “right, and wrong” judging from teachers is what led Spolin to emphasize

side-coaching in the teaching of students during her long career which included both children and adult

learners. Reflection too is one of the goals of using Constructivism (Driscoll, pg. 393) in the design and

implementation especially in making a lasting mark on the training participant.

Constructivism has two main branches in cognitive and social constructivism. Team learning as a goal

and discipline would be a natural assumption to go hand in hand with social constructivism where the

emphasis on the influence of, and benefits of learning in social groups was studied and advanced by

Vygotsky (Vygotsky, 1978) and Jerome Bruner. It would be easy to see that Spolin was influenced by

Bruner’s “learning by discovery” theory. Most specifically; that learner’s intellectual development was

enhanced through discovery, and most specifically through the exercises of solving problems. (Driscoll,

2005) This directly aligns with Spolins work which focused on what she termed, “The walk into the

intuitive”. (Spolin, 1963, p.17)

Dick and Carey Method for Systematic Design of Instruction- is a model of instructional design that

has similar roots as constructivism in that they stem from cognitive psychology. Given a favorable

experience to date in designing courses using less detailed models, like Rapid design which focuses on

hitting all five of the ADDIE steps of analyzing, design, development, implementation and evaluation but

in a more abbreviated step processes such as time-heavy interviews during the analyzing phase.

Dick and Carey’s method owes much of its influence to the work of Gagné s The Conditions of Learning

(1965) which put forth the theory that learners behave as cognitive information processing entity’s as

opposed to responding to external stimuli and reinforcements (Dick and Carey, 2015 pg. 3), Gagné

further postulated that learning is processed from different modes or domains. He called these ways of

processing information for learning or gaining new skills, domains of learning. Gagnés Domains of

Learning then are broken down into five categories; verbal information, intellectual skills cognitive


strategies, psychomotor skills and attitudes. When using the Dick and Carey method, one designs so as

to include the domains that best suit the members of the audience. This is a challenge for instructional

designers’ as rarely does the trainer know which domains will be most effective. The prescription of

mixing in different domains can help cover the bases with learners.

Finally, John Keller’s work Motivational Design for Learning and Performance (2010) takes the next step

in design consideration. Keller’s ARCS model serves as a basis for designing with motivating the learner

in mind. He listed and described the conditions for learning that all learners need to have addressed and

met before any significant or meaningful learning can occur. were as follows:

A- Attention R- Relevance, C- Confidence S- Satisfaction

Is the opening

constructed so as to

capture and captivate the

audience’s attention?

Is the material being

shared relevant to the

learner?

Is the course work set up

to allow the learner to

gain confidence because

they can master the

steps planned out for

them?

Is the material and the

learning significant

enough to give the

learner satisfaction, and

not delivered so that

everyone just grabs a

medal for participating?

My training experience has been that these are great guidelines to plan for the flow and “meat” of the

training.

Kirkpatrick’s Four5 Levels of Evaluation

How does an organization know whether they have had a good training? One of the first questions I ask

as I put together objectives and build a curriculum is what behaviors need to be changed, or accentuated


so we can test, evaluate and get feedback from what was accomplished. From the University of

Wisconsin Madison, Bob Kirkpatrick spent a lot of time wrestling with how evaluation could provide

training departments with the data needed to support further training and learning in an organization. He

published his four levels as a sequence, with each step being more difficult and time consuming, but with

every level, the information gets more valuable. (Kirkpatrick 2005 pg. 21) The four levels are:

Level What are you evaluating? Description

Level 1 Reaction Did the audience have a favorable response to the training? (this is commonly referred to as a smile sheet.

Level 2 Learning Did the participants actually learn something as a result of the training?

Level 3 Behavior Did behavior change as a result of the training?

Level 4 Results What was the tangible result of the training in terms of morale, engagement, sales production, etc.

There is also a fifth level which has been identified by PhillipsKirkpatrick (1991) and utilized by others in

the ttraining industry and that is the return on investment (ROI) of the training. Often difficult to pin

down because of a never- ending array of variables in a typical training and work environment. The third

exhibit attached shows the ROI initiative being evaluated and as might be seen, there are few ways to

show the impact other than in this case, coupon redemption. There is no accounting for beauty items

being sold for instance, that had no coupon or because of the new employee being there available to the

customer and being properly trained. Efforts to pin down ROI are a challenge for all training

professionals and hence, is looked at by some to be the holy grail for a successful training effort.


Exhibits

The following exhibits are examples of an Instructional design plan and Instructional Guide that

were developed for the Instructional systems I and II design classes, during my master’s studies at

Roosevelt. The two submissions were developed with a desire to put into form a probable “coach the

coach” training program to help managers coach their teams in the vein of Senge’s discipline personal

mastery. Due to the trouble that other organizations have had with calling their coaching programs

personal mastery programs, I have changed it to coaching others to a more competitive state. My third

exhibit is an actual training I helped develop for the company I was working for at the time. The training

department left the entire evaluation strategy un-addressed and I took the opportunity to inject all 4 levels

of Kirkpatricks evaluation methods into the training, and added the fifth to the best of my ability. The

exhibit is using actual numbers for the ROI achieved and the methods used to evaluate the ROI of the

training.

Instructional Design Plan- Coaching team members using the GROW model

Similar to Bloom’s Taxonomy for the Cognitive domain. Gagné’s domains of learning serve the

instructional design by analyzing goals and developing instructional strategies. The five domains are:

Verbal Information, Intellectual Skills/Cognitive Strategies, Psychomotor Skills, and Attitudes. The

domain is documented in the Instructional Design Plan (IDP) exhibit in that participants will be building

on their existing knowledge of the coaching process and the knowledge they acquired from not only the

boot camp, but the reading and participation in group activities. The Dick and Carey Model of

Instructional Systems Design was used as a model to categorize the overall learning goal and thus drive

the detailed design and subsequent development of instructional materials.

Exhibit Two: Instructors Guide for 2.5-hour training on coaching team members to a more

competitive state using the GROW model.

Following up on the IDP of the course, this Instructors guide informs the trainer/ facilitator as to what the

learners background, prior experience and expectations will be prior to attending the training. The


instructors guide is designed so that any facilitator can pick up the guide and prep themselves to conduct

the coaching seminar.

Exhibit Three: Evaluation of Major beauty advisor training.

The training industries standard for evaluation to answer the critical questions about the training being

developed and implemented such as; Is the training relevant? How will we measure learning? What will

be the impact on the business? Was there knowledge and skills transfer? What was the return on

investment? This exhibit was developed for an actual training where the training department for the

company I worked for had provided no evaluation strategy. I utilized my position and proximity to the

training to develop one module and create the evaluation strategy. The ROI plan, which is included here,

evaluated the cost of the training versus several weeks of data on coupon redemption for the promoted

products. As was noted, there was no reliable way to measure sales impact across all products in the

beauty department for this large grocer/retail chain.

Reflection

In looking back on the last two years it has been a series of wonderful learning moments.

Imagine an amateur chemist with no training suddenly discovering the “why” behind the reactions they

were able to create when they went to University. That’s about the best analogy I have to summarize my

experience in the MATD program here at Roosevelt. I have always been fascinated by what people did

for a living. It did not matter whether or not society judges them as successful. Maybe you too have

weathered the bumps and bruises of your internships in life. Perhaps you were like me, and have had a

total change in course in your life’s work or turned a low passion existence, into one that filled you with

purpose and challenge. What I love about this field, is that there are new developments all the time into

the human brain. Couple the new brain study techniques with the contemporary nature of the work being

created by leaders in the field, whether it’s the John Keller’s, or Martin Seligman, they are all still with us


and looking for our assistance in furthering the nature of our understanding what creates our individual

happiness and meaning in the world.

References

Dick, W. Carey, L & Carey, J.O. (2015). The sSystematic dDesign of iInstruction. Boston:

Pearson Publishing.

Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life.

New York: Basic Books

Driscoll, M (2005) Psychology of Learning for Instruction Boston: Pearson Publishing.

Keller, J (2010) Motivational Design for Learning and Performance. New York: Springer

Science + Business Media, LLC

Kirkpatrick, D. L, Kirkpatrick, J.D (2005) Evaluating Training Programs: The Four Levels 3rd

ed. San Francisco: Berrett-Koehler Publishers, Inc.

Langworth, R. (2008) Churchill by Himself: The Definitive Collection. London: Curtis Brown

Ltd.

Lebow, D. (1993) Constructivist values for instructional systems design: Five principles toward

a new mindset. Educational Technology Research & Development, 41,4-16.

Phillips, J. (1997). Handbook of Training Evaluation and Measurement Methods 3rd ed.. London Routledge, Taylor and Francis Group

Senge P, M. (1990). The Fifth Discipline. New York: Doubleday.

Spolin, V. (1963) Improvisation for the Theater. Evanston: Northwestern University Press.

Terkel, S. (1972) Working. New York: The New Press.


Instructional Design Plan

Managers training on Offering GROW modeled Coaching sessions.

Instructional Systems Design (TRDV 451)Robert D Stillman 1-19-2015


Introduction: The Organization has adopted the challenge of becoming a “Learning Organization as defined by Senge’s work in the Fifth Discipline (Senge,1991). One of the cornerstones of the program is to engrain the workforce with the concept of personal mastery. A far cry from meaning dominance or possessing a perfect level of professional skill, Personal mastery is one of the 5 disciplines defined in Senge’s work and is the starting point to professional development at all levels within this organization. The goal of this IDP is to give managers the structure they need to conduct successful coaching sessions with their reports. It is recommended that while annual reviews are mandatory, successfully building winning teams requires frequent check in’s and coaching sessions.

Goal Statement and Main StepsA. Goal Statement

Using all available program resources, C-suite executives, managers and supervisors at all levels within the agency/company will be able to initiate their first coaching session with reports using the GROW coaching technique.

B. Learning Domain

Use Domain Rationale

Verbal Information

X Intellectual Skills Will require cognitive strategies for authentically coaching team members. Requires familiarity and some application of Senge’s Learning Organization Principles.

Psychomotor Skills

X Attitudes Managers learn the basics of coaching and builds managerial / leadership skills.


C. Main Steps

1. 2. 3. 4. 5.

Assemble tools for GROW coaching and prepare for session

Establishing a comfortable and positive coaching session

Coaching reports though a GROW session

Coaching/ Collaborating on overcoming perceived obstacles.

Summarize homework / strategy and set next session with quick review of the reports goal and strategy for overcoming obstacle.

Goal AnalysisMain Step

1. Assemble tools for GROW based coaching and prepare for session

2. Subordinate Skills

2.1 Existing Managers and C Suite Executives should have the ability to verbally communicate the value of building a learning organization and the importance of the five disciplines with special focus on Personal Mastery.

2.2 Review of team member file and build familiarity with the various roles and goals of the Team members and what their previous strategy was to implement since last session.

1.3 Create draft of session content agenda.

Entry Level Knowledge/ Skills 1 Use Microsoft Excel for the PDP template and Microsoft Word2 Attended the Learning Organization Boot-camp for Executives on XX/XX/2015

and passed the final with an 80% or better.


Main Step

3. Establishing a comfortable and positive coaching session

Subordinate Skills

3.1 Verbally coach a colleague on the difference between objective reality and purpose – vision and goals.

3.2 Introducing session content agenda reviewing Learning Organizations 5 disciplines..Entry Level Knowledge/ Skills

1. Viewing of Hogan Video on Coach-ability of team members 2. Listen to Proctor’s Vision Purpose Goal podcast.

Main Step

4 Coaching reports though Personal mastery via GROW session

Subordinate Skills

4.1 Manager reviews SMART Goals.

Entry Level Knowledge/ Skills

1 Use of Microsoft Calendar and Shared Calendar function

Main Step

5.0 Coaching/ Collaborating on overcoming perceived obstacles

Subordinate Skills

5.1Creativity in overcoming obstacles


Entry Level Knowledge/ Skills

Know the employee’s personality style.

Main Step

5 Summarize homework / strategy and set next session with quick review of the reports goal and strategy for overcoming obstacles.

Subordinate Skills

5.1 NA Entry Level Knowledge/ Skills

1. Team members’ unit goals 2. Setting appointments in Outlook for next session.

Learner Analysis

InformationCategories

Data Sources Learner Characteristics

1. Entry behaviors N/A: Managers/ Supervisors of all levels including C-Suite execs have been to the weekend seminar as presented by the Society for Organizational learning.

2. Prior knowledge of topic area

N/A: Most learners only exposure is from the weekend bootcamp and hopefully they’ve read the book

3. Attitudes toward N/A: From the top of the C-Suite


content down, mandatory that organization is to be a Learning Organization , hence, attendance is mandatory

4. Attitudes toward potential delivery system

Attendees enjoyed the bootcamp and are comfortable with instructor led sessions.

Seen by every level as good for the direction of the company due to C Suite engagement

5. Motivation for instruction (ARCS)

Some input from reviewing scores and answers on final test at end of the boot-camp including comment cards.

Mixed, represents a change and some managers aren’t happy with more transparency.

6. Educational and ability levels

Varied educational backgrounds Experience levels vary as well

7. General learning preferences

Bootcamp relied heavily on group activities and break outs after training. Compare results of training against those outcomes

Pragmatic group seems to enjoy the role play format for coaching sessions during the tiny bit covered in bootcamp

8. Attitudes toward training organization

Reviews from boot camp good, Many don’t know this is being taken over by our training group. i.e. different than the boot camp group.

9. General group characteristics

Knowledge of group from observing / participating at boot camp.

Heterogeneity, diverse ages and ethnicity, both genders. Both inside managers and those from outside the organization.

Size:24 Executives and Managers / supervisors

Overall impressions: focus on pragmatic results and staying true to nature of the role play


scenarios for best effect.


Performance Objectives

Performance Objectives

Step Matching Performance Objective

1. Assemble tools for strengths based coaching and prepare for session

Given the Coaches Handbook from the boot camp, and using sample first draft Professional Development Plans, generate an agenda with at least 4 areas of exploration/ discussion using the GROW model which will move the session forward.

1.1 Existing Managers and C Suite Executives should have the ability to verbally communicate the value of building a learning organization and the importance of the five disciplines with special focus on Personal Mastery.

Given the emailed first draft of the employee’s PDP worksheet filled out by their team-members and emailed prior to the session, each manager will facilitate the structure of their own team members Professional development plan worksheets including dividing up components of their work into one of 4 categories.

1.2 Review of team member file and build familiarity with the various roles and goals of the Team member as to previous strategies to implement since last session.


2. Establishing a comfortable and positive coaching session

Given a role play scenario, demonstrate positive strength coaching and “productive conversation” techniques, and receive an 8 or higher average score on a 1-10 scale as judged by group peers

2.1 Verbally coach a colleague on the difference between objective reality and purpose – vision and goals.

Using examples from the course and the managers own Professional development plan, managers will communicate the differences between objective reality, and purpose, vision goals.with at least 2 examples of each.

3 Coaching reports though the GROW model

Using the coach’s checklist and role playing in pairs, examples from the course and the managers own goals as reference, Managers will use active listening skills and create thought provoking questions to solidify in their partner’s mind, their objective reality, and their roles and goals.

3.1 Identify components of team member’s roles and prioritize / categorize in the proper order.

Using examples from the course and the managers own goals as reference, Managers will facilitate the team member’s ability to prioritize and categorize their goals into personal and professional categories and sub categories.

4 Coaching/ Collaborating on overcoming perceived obstacles

Utilizing scenarios from the course, managers will role play in groups of three to set goals that stretch and display collaboration in overcoming obstacles. Each group will develop at least 3 different pragmatic approaches to overcoming the obstacles.

5 Summarize homework / strategy and set next session with quick review of the reports goal and strategy for overcoming obstacle (s).

Using the job aide provided, summarize the homework and strategy and set the next session with a quick review of the reports’ goal and strategy and set the next appointment for coaching using (EB) Outlook calendar


Assessment Plan

Performance Objective Parallel Test Item

1. Given the Coaches Handbook from the boot camp, and using sample first draft Professional Development Plans, generate an agenda with at least 4 areas of exploration/ discussion which will move the session forward.

Utilizing the GROW method. Create and list at least 4 areas of exploration/ discussion to launch your first coaching session.

2. Given a role play scenario, demonstrate positive strength coaching and “productive conversation” techniques, and receive an 8 or higher average score on a 1-10 scale as judged by group peers

During a role play scenario in front of fellow participants managers will demonstrate positive strength coaching techniques. They will be evaluated by fellow participants using a feedback rubric.

3. Using the coaches checklist , and role playing in pairs, examples from the course and the managers own goals as reference, Managers will use active listening skills and create thought provoking questions to solidify in their partners mind, their objective reality, and their roles and goals.

Each manager will participate as coach in front of peers and facilitated by instructor to rate each managers ability to generate productive conversations, ask provoking questions, solidify the coachee’s objective reality and their roles and goals.


4. Utilizing scenarios from the course, managers will role play in groups of three to set goals that stretch and display collaboration in overcoming obstacles. Each group will develop at least 3 different pragmatic approaches to overcoming the obstacles

Each group will present to the rest of the class detailing their scenario and the approach they took to address the coachee’s objective reality, their roles and goals and evaluate with help by the facilitator and the rest of the group, how these or possibly other solutions might have helped.

5. Using the job aide provided, summarize the homework and strategy and set the next session with a quick review of the reports’ goal and strategy and set the next appointment for coaching using (EB) Outlook calendar

Using one of the adopted results from the previous exercise, conduct a summary of the session and review the next steps and homework to complete and set the next appointment. Managers will be evaluated by the facilitator using a feedback sheet.


Instructional Strategy

PREINSTRUCTIONAL ACTIVITIES

MOTIVATION: One week prior to the workshop, send participants the review of the course work and agenda for the 2.5-hour workshop.

Managers would forward to the facilitator/ trainer a copy of their own Professional development plan they created from the template for review.

Participants to watch video of CEO / Supreme Chieftain address the exciting vision of bringing personal mastery coaching to the organization. Cut to video of guillotine to drive home point of what happens to those that resist the changes or fail to see the benefit of new levels of transparency and the principles of the genuine professional.

ASSESSMENT

PRETESTS: NA

POSTTESTS: Review PDP’s with team members


FOLLOW-THROUGH ACTIVITIES

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEP 1

Objective 1.0: Given the Coaches Handbook from the boot camp, and using sample first draft Professional Development Plans, generate an agenda with at least 4 areas of exploration/ discussion which will move the session forward.

Objective 2.0 Given a role play scenario, demonstrate positive strength coaching and “productive conversation” techniques, and receive an 8 or higher average score on a 1-10 scale as judged by group peers

Objective 3.0 Using the coach’s checklist, and role playing in pairs, examples from the course and the managers own goals as reference, Managers will use active listening skills and create thought provoking questions to solidify in their partners mind, their objective reality, and their roles and goals.

Objective 4.0 Utilizing scenarios from the course, managers will role play in groups of three to set goals that stretch and display collaboration in overcoming obstacles. Each group will develop at least 3 different pragmatic approaches to overcoming the obstacles

Objective 5.0 Using the job aide provided, summarize the homework and strategy and set the next session with a quick review of the reports’ goal and strategy and set the next appointment for coaching using (EB) Outlook calendar

Content Presentation


Instructor facilitates break down of group into cross experiential teams of 4 to 6. Teams to evaluate sample PDP’s and role play in pairs as directed. Teams to engage as groups and pairs to work on each conversational / coaching skill

exercise as well as overcoming obstacles.

Student Participation

Particpants are seated at tables and work as teams Particpants work on developing best practices as a group and submitting them to the

Personal Mastery coaching “wall of fame” Group/ class review of presentations by each team on strategies presented during

break-out sessions on overcoming obstacles. And goals / strategy.

Feedback

Following a presentation of groups approach to obstacles, lead whole class discussion of each team’s approach.

Once Q& A is finished, circulate amongst teams and answer any additional questions from the assignment, learners and or context. Including guidelines for ongoing coaching sessions.


Document Control

Document Issue Date

Version Issued By

4.27.2015 1.0 Robert D Stillman

NOTES:

1. This document is designed to be printed double-sized.

2. This document was prepared and saved in Word 2010 under Windows 7.

Instructor’s Guide

Managers training on Coaching team members toward a more Competitive State

Instructional Systems Design-2 (TRDV 470)Robert D Stillman4/27/2015


ContentsDocument Control...................................................................................................................................................Document Issue Date...............................................................................................................................................Version.....................................................................................................................................................................Issued By.................................................................................................................................................................Contents...................................................................................................................................................................Purpose Coaching Team Members to a more Competitive State............................................................................Preparing to Teach Coaching Team Members to Competitive State......................................................................Teaching the Workshop Coaching Team Members to Competitive State............................................................Learner Materials ..................................................................................................................................................


Purpose

Greetings! The purpose of this guide is to prepare the facilitator/trainer in conducting the 2.5-hour course in Coaching Team members to a greater Competitive State. Originally designed to work in concert with the Society for Organizational Learning’s concept of Personal Mastery, the course has seen better traction (and less controversial) by focusing on coaching others to higher goals both professionally and as it may be required in a more holistic sense by focusing on well-rounded approaches to overcoming obstacles and growing into our potentials.

It is also designed to be used during the facilitation of the training and can be used to supplement the information provided by Accelerated Learning LLC.


Preparing to Teach Instructor Preparation Instructional GoalUsing all available program resources, C suite executives, managers and supervisors at all levels within the organization will be able to initiate their first coaching session with reports using the 5 step coaching process.

Learner Analysis

InformationCategories

Data Sources Learner Characteristics

1.0 Entry behaviors N/A: Managers/ Supervisors of all levels including C-Suite execs have been to the weekend seminar as presented by the Society for Organizational learning.

1.1 Prior knowledge of topic area

N/A: Most learners only exposure is from the weekend bootcamp and hopefully they’ve read the book “The Fifth Discipline” by Peter Senge

2 Attitudes toward content

N/A: From the top of the C-Suite down, mandatory that organization is to be a Learning Organization , hence, attendance is mandatory and participants are excited about the emphasis on improving as a team and professional development

3 Attitudes toward potential delivery

Attendees enjoyed the bootcamp and are comfortable with

Seen by every level as good for the direction of the


system instructor led sessions. company due to C Suite engagement

4 Motivation for instruction (ARCS)

Some input from reviewing scores and answers on final test at end of the boot-camp including comment cards.

Mixed, represents a change and some managers aren’t happy with more transparency.

5 Educational and ability levels

Varied educational backgrounds Experience levels vary as well

6 General learning preferences

Bootcamp relied heavily on group activities and break outs after training. Compare results of training against those outcomes

Pragmatic group seems to enjoy the role play format for coaching sessions during the tiny bit covered in bootcamp

7 Attitudes toward training organization

Reviews from boot camp good, Many don’t know this is being taken over by our training group. i.e. different than the boot camp group.

8 General group characteristics

Knowledge of group from observing / participating at boot camp.

Heterogeneity: Diverse ages and ethnicity, both genders, both inside managers and those from outside the organization.

Size:24 Executives and Managers / supervisors

Overall impressions: focus on pragmatic results and staying true to nature of the role play scenarios for best effect.


MaterialsIn addition to this Instructor’s Guide, the following materials are part of this workshop:

Coaches Handbook from the Boot Camp provided by Accelerated Learning Sample First Drafts of Professional Development Plans Sample Agenda’s for first coaching session call (participants bring their own unique

copy) Role Play scenarios Coaches Worksheet

Room Setup/Equipment

Room should be large enough to seat approximately 40 executives. The room should have round tables and no more than 6 chairs per table. Space the chairs in a horseshoe formation around the table to allow for “stage viewing” by (and hence toward) the instructor.

Sound

Sound system set up with Sons of Anarchy theme song and soundtrack cued up to welcome participants.

PC setup

Instructor PC only:

PowerPoint slides with step by step material Executives may bring their laptops in but are not to be accessed until the last exercise

when scheduling the next appointment.

Room supplies

Paper Pens, pencils Flip charts 1 per 4-person group, estimated 10 needed with easels. Markers Tape Projector and a white wall or screen for display


Working with the Client Prior to the workshop

1. One week prior to the workshop, send link to Hogan video and sample Professional Development plan, sample personnel file, and their draft of the session agenda for the example for review.

2. Remind in follow up email that they are each to bring their own recommendations for coaching the sample employee to the workshop. Recommendations are to be printed off the work sheet and brought to the work shop. Email will include a reminder sample of what’s included in the coaching file coaching files for each member on their team in hard copy.

3. Send reminder via email from CEO on summary homework including filling out a professional development plan.

4. Get updated headcount from department heads and executive suite. 5. Ensure enough extra copies of Coaches Playbook are available for those that forget theirs. 6. Check all PowerPoint slides and projector for functionality. Have the file backed up to a

flash drive and a spare laptop. 7. Check to make sure sound system is working for Music intro.

Day of instruction1. Arrive at the meeting room 90 minutes early. 2. Run through slides and set up room with flip chart easel and projector. 3. Test to make sure everything including wifi is working.


Workshop flow The workshop will consist of mostly classroom style teaching with frequent break outs within groups to practice role plays and engage in peer to peer review both at a table level and in slightly bigger groups depending on time constraints. Finally, teams present their best coaching strategies to their peers in team presentation style.

Agenda for 2.5-hour session

Type of Activity Detail Time Materials

Pre-instructional Activities

Welcome Review of The Learning

Organization Discussion of pre-course

work

45 minutes Coaches Handbook ,

Instructional Activities

Preparing for coaching call 20 minutes Role Play Handouts Sample First Drafts of

Professional Development Plans

Sample Agenda’s for first coaching session call

Establishing a comfortable and positive coaching session

Coaching reports through Individual Development Plans

Coaching/ Collaborating on overcoming perceived obstacles

60 minutes

Wrap-Up 5 Summarize homework / strategy and set next session with quick review of the reports goal and strategy for overcoming obstacle (s).

25 minutes Coaching Worksheet for wrapping up call and scheduling next session

Feedback sheets


Teaching the Workshop Pre-instructional Activities Material: PowerPoint slides 1-12

Timing: 30 minutes

Welcome SHOW DO

Slide 1 (displayed as participants enter the room)

1. Wait for song to be near over and welcome them to their course on Coaching others to Personal Mastery

2. Remind them of how much we have to cover 3. Ask to see who has completed the homework?

Purpose for being together

SHOW DO

Slide 2 Why Personal Mastery 1. Slide plays video tape of CEO letting them know of the company and boards unanimous decision to become a learning organization and stay ahead of the curve.

2. Review the role of Personal mastery in the building of a learning organization, and the benefits therein.

Roadmap for Coaching to a higher competitive state

SHOW DO

Slide 6-11 The 5 steps of the coaching call.

1. Show each of the 5 steps: Preparing for the session Setting the tone for the call Questions to reveal current state Coaching over obstacles Wrapping up setting next goal

Discussion of pre-Work

SHOW DO


Slide 12 watch Hogan video again for review

End pre instructional activities with questions and comments on coaching reports and their characteristics.

Instructional Activities PowerPoint slides 13 through 23

Timing 90 minutes

PERFORMANCE OBJECTIVES SUBORDINATE TO MAIN STEPS 1-5

Objective 1.0: Given the Coaches Handbook from the boot camp, and using their own first draft Professional Development plans, generate an agenda with at least 4 areas of exploration/ discussion which will move the session forward

Material: Coaches Handbook

Timing: 22 minutes for huddle/ group activity

8 minutes (4 minute presentation by one group chosen) 4 minutes question/ critique

Objective 1.1: Given the first draft of each managers PDP worksheet filled out by their fellow participants managers will facilitate the structure of their own Professional development plans including dividing up components of their work into one of 4 categories: Associations, Professional Skills, Education, and Creative/ Hobbies interests.

Material: Direct reports PDP worksheets: pens, markers, paper.

Objective 2.0: Given a partner in the groups own PDP, demonstrate positive strength coaching and “productive conversation” techniques, and receive an 8 or higher average score on a 1-10 scale as judged by group peers

Materials: Participants PDP’s (total of 4)


Objective 2.1: Using examples from the course and the managers own Professional development plan, managers will communicate the differences between objective reality, and purpose, vision goals. with at least 2 examples of each..

Objective 3.0: Using the coach’s checklist located in the Coach’s Handbook, and role playing in pairs and the managers own goals as reference, Managers will use active listening skills and create thought provoking questions to solidify in their partner’s mind, their objective reality, and their roles and goals.

Objective 3.1: Using examples from the course and the managers own goals as reference, Managers will facilitate the team members’ ability to prioritize and categorize their goals into personal and professional categories and sub categories.

Objective 4.0: Utilizing their own PDP’s, managers will role play in groups of two to three to set goals that stretch and display collaboration in overcoming obstacles. Each group will give examples of at least 3 different examples in overcoming obstacles.

Objective 5.0 Using the Coaching Checklist Worksheet, summarize the homework and strategy and set the next session with a quick review of the reports’ goal and strategy and set the next appointment for coaching using (EB) Outlook calendar

Material: Coaches Checklist Worksheet

.


Follow-Through Activities Review of Professional Development plans with team members

Review with facilitator circulating around for accuracy Managers to produce lap tops and send the coaching summary form to their reports and set

schedule for next session.

Material Laptops brought by the participants

Timing: 25-30 minutes

Calendar appointment SHOW DO

Project a completed PDP and a completed calendar appointment for 2 weeks forward.

Point out the 4 points covered in the review, obstacles identified, and next stretch points/ goals set to work on.

Finish with a What did we learn about personal mastery session we didn’t know before summary sheet and feedback survey for the workshop.

Point out FAQ section on the training internal sharepoint site.


Learner Materials Handouts Below are the Handouts Including a sample PDP and the Coaches Worksheet Checklist

Handout 1 Here is the Sample Professional Development Plan for reference:


Handout 2 COACHING CHECKLIST WORKSHEET

Team member name: Date:

Start date: Best phone: Email:

Area Effort Grade Vision Obstacle

Strategy for overcoming

Vision provoking questions: Where do you see yourself in the next 3 to 5 years?

Which of your strengths would help you get there?

What might the steps look like getting you to achieve that?

Remember to ask questions like: What areas do you find yourself experiencing the biggest challenges?

What are the absolute truths regarding where you are with this problem? (Both of these focus on Object Reality)

Wrapping up the call

Summarize each category Notes:

Set the next Coaching


session


Slides Number Slide

1. (Note, there are facilitator notes in the Power Point. )

2.


3.

4.


5.

6.


7.

8.


9.

10.


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TRDV 434 Evaluative Methods

Proposal to Evaluate Major* Beauty Advisor Training Program

Robert Stillman

October 15, 2015

*name of the grocer retailer headquartered in Grand Rapids MI has been altered


Course Description and Evaluation Goals

This course is designed to educate and enable the launch of a new Beauty Advisor program within Major stores chain wide. The initial pilot is being launched on Wednesday September 23rd 2015 and will be conducted at Majors* training facility in Grand Rapids MI.

There are two components to the training. A live person to person training conducted on the 23rd, September and a specially designed e-learning course that will be available to new beauty advisors onboarding and will serve as a refresher to any of the pilot advisors in attendance for the pilot.

Trainee Profile

There were 12 beauty advisors hired for the initial pilot. Qualifications of the program were:

A current student of an accredited beauty school or a graduate of a beauty school. Passionate about helping others look their best Engaging personalities.

The objectives of the training will be to:

Familiarize the beauty advisors of the new direction undertaken by Major Set expectations of the activities and customer service desired Familiarize the beauty advisors of the latest advancements of our sponsoring beauty

product vendor partners Train the advisor to invite, engage and advise Major customer’s on beauty tips that are

impactful and within the customer’s budget in a fun and consultative way.

The Data Collection Plan

Our evaluation strategy will be built upon the 4 levels of evaluation as outlined by Kirkpatrick “Evaluating Training Programs” (Kirkpatrick, 2005). It is referred to as the Kirkpatrick model for evaluation the levels help break down the training and give successful training organizations answers to questions such as: was the training a success? and did we achieve a return on investment? With every level of evaluation there is a corresponding objective and method of collecting/ measuring the data. A brief description of each Level follows:

Level I – Reaction

Level I is the reaction by the participants to the training itself. It doesn’t focus on what was learned but gives the training organization answers to such key questions as; Was the training relevant? Was it enjoyed by the participants? What did they find most useful? etc. As Bob Kirkpatrick notes, Level I won’t tell you if learning has happened, but it is a universal fact that you stand a far worse chance of achieving learning transfer if you the trainee’s don’t enjoy their


experience. A copy of the Level I reaction form as well as the results of the in person training is contained in Appendix A

Level II- Learning

With level II we ask, what was learned in the training? Normally this is tightly aligned to a learning objective. In our beauty advisor training the overarching theme was on product knowledge and engagement of the customers in order to create a great experience for Major customers. Sometimes taken as a pre and post survey to document, our approach was to spot interview the beauty advisor and ask some questions on the products they were featuring as well as audit their engagement of customers.

Level III- Behavior

In level III we ask; did behavior on the job change/ improve? or put in another way, did they use the tools or techniques given on the job? Our Level III method will come from asking the advisors on a call report that they are to fill out whether they did the basics of “Invite, Engage, and Consult/ Sell”.

Level IV – Impact

Our initiative is fortunate in that there are easier to track metrics as to the impact of the program. The beauty advisors are armed with coupons and featured products. Our level IV evaluations will measure the impact of the beauty advisor in terms of both sales and backed up by general impressions by Major personnel shopping the store.

Level V- ROI

Although the traditional Kirkpatrick Model involves only 4 Level’s we have taken on the added step of separating the ROI calculations from impact. This will allow us to more closely examine the net benefit to Major on the outcomes of the beauty advisor program. We will use some isolating scenarios as well as sales lift at the stores in the beauty department over the course of the 8-week program and compare that to the cost of the investment. Each step or level is designed to build toward the next and give our respective companies and their leadership a clearer picture of the program and its impact.

Table 1 below organizes each level with an overview of each category to better step the reader through the goal.

TABLE 1 – Data Collection Plan

Level

Objective Measures/ Data Data Collection Method

Responsibility

9 Reaction/ 10 question survey Level I paper form Facilitator


Satisfaction form rating facilitator and relevance as well as subject presentation and position readiness. Will have a comments section for recommendation for improvement.

collected at close of the first day

(Results/ tabulation is attached and included in Appendix)

2 Learning Post training survey done.

Product knowledge quiz given by facilitator. 3 to 4 weeks into the roll out of the program.

Facilitator

3 Job Transfer Survey with Call reports in JET (Job execution tracker) to measure use of products featured from partners in the beauty industry

Business Intel group to collect call report detail.

DFO to collect and collate

4 Impact Monitor Client reaction and sample customers’ reaction regarding the new role within the store.

Spot interviews with Major customers after an engagement with the Major Beauty advisor. Coupon redemption is another key metric for this position.

DFO / Facilitator and comments back from the field. Coupon redemption data.

5. ROI Monitor Sales lift, track by store and compare to stores with out a Beauty Advisor trained in the original training.

Isolate stores where data is able to be compared to stores in similar/like locations but have no beauty advisor

Business Intel team from Sales and Strategy group.

Evaluation Design and Strategy:

Evaluations will be collected under the direct supervision of the Director of Field Operations as most of the beauty advisors are located in the Grand Rapids market. Approximately half of the initial group will be interviewed post training within a 3 to 5-week period to complete the retention check of the advisors. There is a second pre and post survey focusing on the mission of the program and knowledge of Major history as well as the areas of concentration in the 4 categories (Facial Skin/ Body Skin care, Hair Care, Cosmetics) will be conducted in the e-learning course.

Return on Investment (ROI)


As mentioned above, the ROI will be analyzed based on several accessible data points:

Sales lift overall year on year (YOY) for stores with beauty advisors actively working. In lieu of YOY data, a previous period of 3 weeks may be used as a base line of sales.

Sales Lift compared to other stores of same demographic (Suburban affluent, City/ urban, Smaller footprint

Some indication of the effectiveness of the live training versus e-learning module if any.

Summary Program Overview:

Business Opportunity: Utilize specially trained Beauty Advisors to take the in-store experiential program to the next levelGoals:

•Drive awareness and assist customers on finding their favorite beauty products at Major: Facial, Hair, Body Lotion, and Cosmetics

•Showcase beauty advisors as the trusted source for all their beauty needs•Drive product sales and highlight key brands

Event Details: Timeframe: 8 Weeks, Starting Friday, Sept. 25 – Ending Sunday, Nov. 15 201510 Stores: (5) Small City, (4) Suburban, (1) Small TownThemes: Facial Skincare, Hair, Cosmetics, Body SkincareBrands: Neutrogena, John Frieda, Maybelline, Pantene, Aveeno, Olay, L’Oreal, NiveaResults: Weeks 1 - 312.5% Overall coupon redemption rate289 New households purchased, using coupon, within the L5 beauty care category for the first time at Major!Avg. Coupon user L5 beauty care basket was $4.87 and 1.06 units higher on days of event on average than their previous beauty care basket totalsTest Vs control stores = 20% more coupon eligible units were purchased in test stores during event days than control stores


ROI ANALYSIS PLAN

Program: Major Beauty Advisor Program_____________ Created by:_Robert Stillman________ Date:_10/3/15____

Data Items Methods for Isolating the Effects of the

Program

Methods of Converting

Data to Monetary

Values

Cost Categories Intangible Benefits

Communi-cation Targets

for Final Report

Other Influences/

Issues During Application

Comments

Sales Lift based on same store type sales

Compare in like category stores

Analyze value of new customer over course of a year.

All figures are in US Dollars

L&D department e learning and live training deck creation.

Customer reaction and improved shopping experience

Health and Welness buyers and General Merchandiser group/ InMarketing Executive Leadership Team.

Ability to communicate engagement techniques over e learning course.

Differences in skill level of the beauty advisors

Coupon Redemption

Satisfied customer value

New Beauty shoppers

Weaving Applied Principles with Engagement in Learning and Work 1

Program Costs: The total costs as well as just the training costs are broken out for the program are outlined in the tables below:

8 hr Classroom Training Delivered by Vendors & InMarketing Traininer & 2 hr E-Learning

# of Event Spcialist Needed 12

Event Specialst Travel $

700.00

Food, Bus

$ 1,500.0

0

Additional onboarding of BA $

800.00 Field Managers Training $0

Training 8hr classroom/2hr on-line$26,76

0

Total training costs$29,76

0

Talent Profile Beauty SchoolErica's Billing Rates (from July 13

email) $18.00 plus up fees @ 15% plus up (for cushion) $26.84

Hiring Fee at $1000 p/employee p/hr $7.69 Employment Taxes etc @ 15% $4.03

Billed Hourly Rate $30.87 Gross Margin Rate = 20% $37.04

Talent Profile Beauty School# of Hours p/event 6.5

cost p/hr $37.04 Talent Cost Per Event Day $240.78

In Field Mgrs As Needed 3Field Mgr Cost 0


Total Talent Costs $240.78

ACTIVATION RECAP# of Participating Stores 10

# of events per store per day 1# of events per week 3

# of event weeks 8# of Event days 240

Total Cost $57,786 Total Field Activated Talent Costs $57,786

Total Cost Per Event Day $241 Collateral Estimates/Quotes

20 Aprons $225.00 12 High top table with stocking $3,750.00

240 Counter Top Signs 2155.2Trash Cans $200.00

Cotton Balls $240.00 Makeup Remover $540.00

Neutrogena coupon $1,300.00 Booklet $4,000.00

Amortized Collateral Cost Per Event

Day $12,410.20


Program Results and ROI

The early results of the program are very encouraging. Coupon redemption is higher than industry averages of 3% and the basis can be formed for an estimate of the impact to Major’s bottom line.

Coupon Redemptions By Week & Household Metrics

Redemptions Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Totals15% OFF COSMETICS COUPON 15% 11% 17% 14.7%15% OFF HAIRCARE COUPON 20% 14% 20% 18.0%15% OFF SKINCARE COUPON 13% 10% 13% 12.0%15% OFF FACIAL SKINCARE COUPON 10% 7% 9% 8.5%VENDOR COUPON 3% 4% 12% 6.4%TOTALS 13.20% 9.75% 14.62% 12.5%

L5 Beauty Care Customers Using Coupons Notable Metrics Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Totals

Existing **Household Count 1888 1324 1939 5151Existing *Total_Category_Basket_Increase $8,965 $6,741 $9,270 $24,977Existing *Avg_Increase_In_Beauty_Care_Sales_Per_Coupon_Trip 4.75 5.09 4.78 $4.87Existing Avg_Increase_In_Beauty_Care_Units_Per_Coupon_Trip 1.14 1.05 1.00 1.06

New **Household Count 119 79 91 289New *Total_Category_Trip_Increase $1,776 $1,178 $1,385 $4,339New *Avg_Increase_In_Beauty_Care_Sales_Per_Coupon_Trip 14.92 14.92 15.22 $15.02New Avg_Increase_In_Beauty_Care_Units_Per_Coupon_Trip 2.69 2.99 2.79 2.82

Source: Major TeradataNote: **Household counts do not include cash purchasers, and may not be unique week to weekNote: *Beauty Care Sales Per Coupon Trip do not factor out coupon discounts amounts


Return on Investment

The question of return on investment is a trickier question in this initiative because there are many entities that have a stake in the execution and responsible for results. Each CPG company (Vendor partners) have contributed money to help launch the initiative and paid this to Major. So while Major is the focus of the ROI analysis, each of the vendor partners did contribute both cash and training time to send representatives in to teach product benefits during the training.

Revenue Projection:

In considering total revenue benefit, for purposes of our analysis, two areas will be looked at to give Major an indication of the impact the program has had. While most customer’s feedback was very positive and even Major HQ personnel found the presence of a beauty advisor in store to give the department a more professional and upscale feel, the tangible benefit is hard to quantify. We do have two, dollar metrics we can assign however, based on coupon redemption data and new shopper analysis data.

Using the increased basket size revenue increases for the program (highlighted in yellow on the Program ROI chart above) we see the first contributor of revenue at $24,977 for all 10 stores through 3 weeks. Projecting this out for the full 8 weeks at the average of $8,326/ week X 8 weeks = $66,605.00

The other contributor significant to Major is the new customer acquisition figure through the 3 weeks of the run which features 284 new customers for the period. This equates to approximately 95 new customers per week X 8 weeks = 757 new customers.

Revenue benefit of a new loyal customer to Major According to the USDA’s Center for Nutrition Policy and Promotion,the average expenditure for a low-cost meal plan for a family of four in the United States is $786 This is substantially less than the liberal food plan, which comes in at $1,195 for a family of four for a month. Using $786 / month, we see a two-month benefit if they keep 20% of the new customers as loyal customers of Major 757 X 20% x $786 / month X 2 months. = $238,000. Obviously we cannot assume that all 757 customers will remain loyal for a whole year and there will be some residual effect staying on and some dropping off.

Our adjusted new revenue impact is $238,000 + $ 66,605 = $304,605

http://www.cnpp.usda.gov/sites/default/files/CostofFoodMar2015.pdf

http://www.cnpp.usda.gov/sites/default/files/CostofFoodMar2015.pdf


Totaling up costs and plugging this into our ROI equation:

Cost of Program.

Training costs: $29,760.00

Collateral : $12,410.20

Talent Costs over 8 weeks: $57,786.00

Total: $99,950.00

ROI 304.75%.

Thoughts for ongoing program:

Should this initiative be taken into the 4th quarter, more evaluation as to the impact on brands that assisted in funding the program could be developed and tailored. It was learned that some CPG’s that contributed did so in the spirit of helping the initiative without any thought to documenting ROI. It will be the challenge of company training department to ensure we capture ROI data for the CPG companies that invest in this and other programs going forward.


Appendix

Call Report Questions

Week 1, 2 and 3 questions: BA1:B12

Week 4 through 8 questions:

1) Did you execute the scheduled event?

1) Did you execute the scheduled event?

2) Was there enough product in stock to perform the event?

2) Was there enough product in stock to perform the event?

3) How many products did you purchase?

3) How many products did you purchase?

4) How many products did you use?

4) How many products did you use?

5) What was the total product purchase amount?

5) What was the total product purchase amount?

6) Approximately how many coupons were given out?

6) Approximately how many coupons were given out?

7) Approximately how many people did you assist?

7) Approximately how many people did you assist?

8) Approximately how many repeat customers did you see today ?

8) Please provide additional 9) Please provide additional


information about product availability.

information about product availability.

9) What was the general customer feedback to having a Beauty Advisor in the store?


10) Please provide any additional customer feedback and comments

11) What aspects of your training have you found most helpful in your new role?

11) Do you feel the event materials (event manual, fact card, signage) prepared you accurately to execute this event?

12) The one aspect of the role I wish I could get more comfortable with is ________ (Product familiarity,Program parameters, engaging customers, etc..

12) Please provide your feedback on how we could make the event better?

13) On a 1-10 scale with 1 being not prepared at all, and 10 being a rockstar Please rank your ability to help customers on their beauty needs .

14) On the same scale rank your skill level in engaging customers with or without coupons available 1 to10



16) Do you feel the event materials (event manual, fact card, signage) prepared you accurately to execute this event?


Major Beauty Advisor Training Level I Evaluation summary

Eval 1 Eval 2 Eval 3 Eval 4 Eval 5

The course content was interesting and helpful 4 4 4 4 4

The content was relevant to my role as an advisor 4 4 4 4 4

The Facilitator was knowledgeable and prepared 4 3 4 4 4

The pacing of the training was effective at keeping my interest 3 3 4 2 4

The course had useful techniques I could use in my role 4 4 4 4 4

I felt prepared to perform the role play activity 4 3 3 4 4

The training left me excited to take on my new role 4 4 4 4 4

The store visit was helpful to the training 4 4 4 4 4

The training in JET gave me the confidence I need to do my schedule 3 4 4 4 4

Based on the training I would recommend this position to my colleagues 4 4 4 4 4

Average 3.8 3.7 3.9 3.8 4

Comments:

1.4 I think that it could have started earlier. Was told to be here at 7:15-7:30 a.m. Didn't start until after 8

1.8 Store visit was helpful

1.9 Maybe as I complete it a few times it will be easier

2.1 course content very informative

2.2 Yes relevant to my role


2.3 Not as organized with somethings like how long the program is, but otherwise great!

3.3 Great Job

3.4Things moved very quickly and was never boring

3.5 Reps gave helpful comments and ways to apply product / Sales training was a nice way to be customer focused

3.6 There is more product knowledge needed that will come with time

3.8 Great to see the layout and understand the planogram

4.10 Sounds fun and I am ready to work

4. 4 a lot of free time

5.1 A lot of information to take in but made interesting and fun!

5.3 Very Pleasant!

5.5 Many new tips acquired for even other roles

5.6 Fun and quite funny!

5.7 Super Excited! 5.8 It gave me a little more of a visual as to what is expected for a great demo!

6.1 learned about a variety of products

6.2 Helpful how to engate with customers

6.5 Engage with customers



Sample Feedback on Major Beauty advisor postion

8) Please provide additional information about product availability.



skin softner few people really appreciate my help, few of said they don't need any help. and 3 people told thanks for your her we can't generally find help in this area

surprise that there a beauty specialist

acne cleanser sold out before end of event. hydro boost only 3 available

Glad to see assistance in the beauty department. can never find anyone

Thank you for the coupons. helps alot on coast of products besides I can still use my mperks discount

The show if only contain a few of each item. Enough to sell and sample but it left the shelf bare.

surprised and quite happy! A few seem to be bothered by it

I love how those Hydro booster feels on my skin! It's so light and non greasy!

Although people were willing to try the sample, most were not looking to purchase the product that day so I had enough product on the shelf.

In general liked the idea. They liked that someone would be accessible on a regular basis.

People liked the beauty coupons and the fact that they could be used for any brand. Customers liked how the moisturizer felt. The also recognized the brand and respected it.

moisturizer was not available in stock.

great feedback, people loved having help

it's really nice that Meijer has started this, and would be back next weekend for more help.


NO product in stock Loved have beauty advisor in the store

Happy with program

All the products wear on the self.

They thought it was nice to have someone there to ask questions to. And the coupon was very nice to have.

Can you help me find this. This great that you are here

na na na

No issues LOVED IT Very happy to have help

plenty of product stocked

pleasantly surprised. other didn't really care.

i really appreciate your help finding this.

Fully stocked shelf! Most men didn't care but most women were quite pleased.

Well I didn't know this! Thank you for helping me, I could really kiss you right now! Thank you so much for your help!

acne cleanser sold out realky helpful. can never find anybody to get help

Thanks for coupons. really helps.

There was enough product when I started but at the end of the day only a few of the moisturizer left and only one of the Rapid Clear.

People liked having someone help them locate items. They liked the personal touch.

I love Neutrogena products. I heard about the hydro boost and I'm glad to try it. I'l! take the Rapid Clear for my son.

still enough in stock Enjoyed seeing my face. Declined coupons

Just liked that someone was there to help

moisturizer product was not in stock to support event

customers were excited to see a beauty advisor and thought it was cool

international students needed help understanding our american products and each left with about 7-8 products. thought the help was incredible.


Low on product Happy To have us in the store

Love the program

All of the product was an the self and people were very happy to be asked if they needed help

They liked the idea of having someone to ask questions to

Nothing

NA NA NA

they like but it is pricies a shopper he wish the product was available in bigger sizes

surprise that Meijer has a beauty advisor

today I receive a lot "thank you" I appreciate your help




At the end of the day, only one of each item was left on the shelf for purchase.

Most men laughed me off while about half of the women I encountered were very appreciative. The other half the women ignored me.

"Aren't I beautiful enough?" "These coupons are very helpful!"

was in stock Saw and gave more coupons to customers coming in for a second time that weekend

asked would i be coming back next week

no Great loved having the help

love

low product Love it Love the program

All the product was on the shelf.

They loved having someone to ask for help.

They liked having someone to ask for help if they needed it.

NA NA NA


someone told me they can get the best of the Neutrogena Hydro boost during winter

very helpfull a lot shoppers wants the Neutrogena in a bigger sizes. Price was high for the size

moisturizer was not in stock to demonstrate other product was

nice addition to Meijer to have a beauty consultant

happy that the beauty advisor has the product knowledge to help with all sorts of beauty situations




Pantene age defy products were not in stock at all

enjoyed the john frieda coupon

liked someone there to assist

some products were available to customers and other products had a limited amount available.

this is Great to have a Beauty Advior. Usually can't find help.

Thanks for the four coupons and John Freida ones too. and can use mperks! Great savings!

no no no

No No No

Love program Love the program no

All products were available.

Customers were quite pleased, many asked beauty questions and others asked about promotions.

"I never used Frizz Ease, I always thought it was for only frizzy hair!" "I use this Pantene serum already, I'll give the shampoo and conditioner a try!"

NA NA NA

no no no

pantene featured shampoo only had a

people were pleased to hear that. they liked

people liked the coupons and


few on shelf. other featured products were readily available.

the idea of having someone to assist them and answer questions.

promotions that were featured this weekend.

no no no

no no no

no no no

many shoppers like the pantene Shampoo than anything else.

Many Shoppers appreciate my help, a lady ask if I was a brand advisor or something. I respond I am your beauty advisor to help you any product you may be looking in the beauty asiles

This a nice touch of meijer after I suggester the makeup extender from L'oreal

NA NA NA

no no no

very limited on certain products, others had plenty

Really like a Beauty Advisor in the department. usually can.t find help

Thank you for the coupons they really help and Thank you for your help.

no no no

no no no

no no no

anti aging for air and normally use in salon

very helpful. I helped few men whom were shopping for their wife. and shows many people the product location

I appreciate your help.


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Documents

Stillman Final Portfolio project TRDV499